5th GradeFOURTH QUARTER LEARNING PRIORITIES

NWEA Resources NWEA PROGRESS GUIDES Math and Reading Comprehensive Guide Make Strategic Use of Online NWEA Resources Multiple Choice Item Analyzer

READING  Reading Skills, Strategies, Vocabulary 

NWEA Grammar Points My Good Grammar Examples     Literature  Vocabulary based on NWEA skills Nonfiction   Vocabulary     based on NWEA Reference Sources and Tools  based on NWEA Poetry  Techniques based on NWEA NWEA Genres

Skills Development Guides for Small Group and Independent Work

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Analyze relationshipsauthor's purpose and techniquescause-effect relations character traits Classify Compare and contrast Comprehensive story reading guides inference

Infer the meaning of a word from context main idea or theme motiveparts of a storysequenceSummarize

Enrichment Resources—For After NWEA!SEL/Literacy--Plan a Fable that Teaches a Lesson  Spanish   English

Learning Guides in Spanish and English Math Guides     Reading   Guides   Readings--Texts  in Spanish and EnglishFiction      Poetry    Nonfiction

Connect Learning to Chicago

    Chicago Literacies--             Activities and Texts to Learn about past and plan the future             --Organized for the Chicago History Museum Read/THINK\Write Chicago Engaging activities so students strengthen skills and learn about their city

THE ART PLUS. Visual Representation Expands Learning"Art is the representation, science the explanation, of the same reality."        --Herbert Read 

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Literacy Standards Emphasized this Quarter

READING LITERATURE READING NONFICTIONKEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

CRAFT AND STRUCTURE CRAFT AND STRUCTURE4. Determine the meaning of words and

phrases as they are used in a text, including figurative language such as metaphors and similes.

4. Determine the meaning of general academic and domain-specific and phrases in a text relevant to a grade 5 topic or subject area.

5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

6. Describe how a narrator’s or speaker’s point of view influences how events are described.

6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS7. Analyze how visual and multimedia

elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

8. (Not applicable to literature) 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Integrated Standards: Standard 1-- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text—is applied in responding to questions and tasks based on all other reading standards. All reading competence development supports progress to standard 10--All the reading competence development is designed to reach standard 10: By the end of the year, read and comprehend literature and informational text in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Writing:

Writing based on reading is Emphasized this Quarter in science and social science as well as in literature.

RESEARCH TO BUILD KNOWLEDGE 7. Perform short, focused research tasks that build knowledge through investigation of

different aspects of a topic using several sources.

8. Gather relevant information from experience as well as print and digital sources; summarize or paraphrase information in notes and finished work, and provide basic bibliographic information.

9. Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned:__a. Apply grade 5 reading standards to informational texts (e.g., “Explain how an author

uses evidence to support his or her claims in a text, identifying what evidence supports which claim(s)”).

__b. Apply grade 5 reading standards to literature (e.g., “Compare and contrast two or more characters, events, or settings in a text, drawing on specific details”).

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Identify Speaking and Listening Standards to emphasize this quarter. Speaking and Listening are Keys to Learning ACROSS the Curriculum-- Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.They also will be developed as students make culminating presentations.

Comprehension and Collaboration

SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

__SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

__SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.

__SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

__SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Presentation of Knowledge and Ideas

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL.5.6 Adapt speech to a variety of contexts and tasks, using formal when appropriate to task and situation.

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FOURTH QUARTER MATH PROGRESS PRIORITIESDuring fourth quarter, in addition to the new math that students learn, it’s important to revisit math they mastered in the past but have not used recently. Research confirms that if the math curriculum includes “frequent cumulative review” that enables students to retain greater math competence. Among sources supporting this “mix” is the report “Assisting Students Struggling with Mathematics” of the What Works Clearinghouse, IES Practice Guide, US Department of Education. This chart is included to organize planning for fourth quarter of new math content and inclusion of math learned earlier in the school year in activities such as: learning centers; “bell ringers”; homework; integration into science and social science.

Math Practice Standards should be Emphasized this Quarter—particularly 1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.

Week of New Math Math “Mix”—What to Revisit8 April

22 April

29 April

6 May

13 May

20 May

27 May

3 June

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Use the lists on the next pages to identify skills and knowledge your students need to complete NWEA progress—and next Grade Prep.

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NWEA Math PrioritiesNWEA asks students to use a wide range of math skills.

Determines probability of an occurrence based on a simple experiment or frequency table—probability problems increase in complexity of data included in the analysis

Geometry: NWEA starts with basics—identification of shapes, classification of angles—then advances to problems of size, including radius, diameter, area, and volume, and problems that require them to compare and contrast geometric shapes. Students use coordinate geometry to figure out distances.

Measurement starts with basic kinds of measures such as elapsed time and moves to more complex levels, including conversion.

Proportion starts with simple fractions and moves to percentages, decimals, and conversion and use of fractions to solve problems.

PROBLEM SOLVINGSolves real-world problems—complexity of the problem increases, including the number of steps required and the level of abstractness

Length, Distance, other spatial measures; Weight and mass Capacity Time Data from tables and graphs Proportion Measurement Data Analysis Prediction based on probability analysis Powers (advanced—grades 6-8)

Algebra Missing elements (basic)Patterns, sequences, functions, relationships Expressions and equations of increasing complexity (advanced)

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NWEA Genres List compiled by the Center for Urban Education (teacher.depaul.edu) based on DesCartes statements. This list is provided not as “test prep” but because students should read a variety of genres so they can develop the abilities to learn across the genres—and appreciate the diversity of literature. Recommended: Students should write as well as read in these genres to develop greater reading and writing competence.

These lists are set up as a chart so that you can check the genres that your students know how to read and identify genres to expand their reading experience. The NWEA RIT levels are included to indicate levels at which NWEA will require students to respond to questions about texts in the genres.

NWEA INFORMATIONAL TEXT GENRES NWEA LITERATURE GENRES reference material 221-230 narrative 221-230persuasive 211-220 autobiography 211-220true story 211-220 biography 211-220*book review 211-220 folk tale 211-220journals and specialized periodicals 211-220 poems 201-210persuasive 211-220 folk tale 201-210personal writing 211-220 fables 201-210advertisements 211-220 myths 201-210textbook 211-220 tall tale 201-210encyclopedia 201-210 historical fiction 201-210thesaurus 201-210 fantasy 191-200informational magazines 191-200 story 191-200atlas 191-200 poems 191-200encyclopedia 191-200 fable 191-200weather reports 191-200 memoir 191-200advertisements 191-200 play 191-200informational magazines 181-190 play 191-200dictionaries 181-190 stories as "make-believe" 181-190informal notes 181-190 story 181-190letters 181-190 poems 181-190journal entry 181-190 fairy tale 181-190lists 181-190 fairy tale 171-180newspaper 171-180 stories as "make-believe" 171-180dictionary 171-180 stories that could happen 171-180lists 171-180thank you notes 161-170 and 171-180dictionary 161-170short informational passage describing events 161-170

Genre is only one part of text complexity.As your students complete fourth quarter, emphasize the independent ability to analyze and respond to texts with increasing text complexity in terms of vocabulary, concept load, structure, and author’s techniques.

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Check these punctuation and grammar points.Review them to ensure that students are ready for NWEA and the next grade.

comma contraction sentence fragment apostrophe past tense, future tense possessive Chooses the correct prefix (re-) Chooses the correct prefix (un-) Chooses the correct suffix based on context (-er) Chooses the correct suffix based on context (-ful) Chooses the correct suffix based on context (-less) Chooses the correct suffix based on context (-y) hyphen plural quotation mark run-on sentence semicolon subject verb agreement verb phrase Recognizes multiple meanings of homographs Selects the correct definition of a suffix (-phobia) Selects the correct meaning of a prefix and root word; Selects the correct meaning of a word based on its prefix Selects the correct word when given the definition of the suffix Selects the correct word when given the definition of the suffix

and root word Uses prefixes, suffixes, and root words (meaning of each part given)

to construct a word with a given meaning abbreviation clause interjection Chooses the correct word based on context and knowledge of a suffix

(-ist) Chooses the prefix that when added to a given root word will best

complete a given statement (e.g., inter-, de-, mis-, re-, in-, dis-, tri-, pre-, il-)

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Author’s Craft and Structure

Ask students to identify/give examples of each of these author’s “tools” and explain how they help readers comprehend texts.

CCSSR5 (writer’s choices) and CCSSR6 (purpose)Students should be able to interpret the writer’s use of these techniques to communicate the theme of a story or central idea of nonfiction.

Story Writers Poets Nonfiction Writers Biographers

action colloquialismdescriptive detailsdialoguefigurative languageflashbackhyperboleidiomimageryironymetaphormoodnarratoronomatopoeiapoint of view--first person--third personsensory detailsimilesuspense symbolismnarrationtonevisual detail voice

alliterationfigurative languagehyperboleimageryironymetaphormetermoodnarrator onomatopoeiapoint of viewrepetitionrhymerhythmsatiresensory detailsimilesymbolismtonevisual detail voice

anecdoteargumentboldface captionscomparecontrast datadebate description detailsdialogueexamplesgraphheadingshumorillustrations narrative point of viewquotationssequence text structure: cause-effect compare/contrast description problem-solution sequence tabletimelinetitles and subtitlestonetransitionvoice

A biographer may use many of the nonfiction writer’s techniques as well as techniques of the story writer. Usually, these techniques are part of a biography. challenges

commentary conflict conflict

resolution context details dialogue mood quotations perspectives tone

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Nonfiction Text Features to Review to Prepare for NWEA and the Next Grade

Text Features How do readers use it to learn about the topic?

TitleIntroduction

They help you figure out the topic.

Subtitles—headingsTable of Contents

They help you figure out the ideas of the parts.They help you figure out the structure of the text.

Boldface wordsItalicized words

They help you identify vocabulary important to understand the topic.

Graphs and Tables They help you understand information about the topic.

Pictures and Captions They help you understand information about the topic.

Index It helps you find information in the text.

footnote They provide an explanation of something in the text.

bibliography The bibliography tells you what the author used to prepare the text.

guide words They help the reader see what is important.

Glossary Explains words that are important to understand the text.

Map Shows where places are and what it there.

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Fifth Grade: FOURTH QUARTER Learning Priorities Weeks 30-31

Week of April 8 Week of April 22Literature Genre POETRY

poem resources _story _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery

_realistic fiction

Reading Literatureread closely (1) to figure out how the writer develops a theme (2, 5), including choice of words

How do you interpret a poem? Determine a theme of a

poem from details in the text, including how the speaker in reflects upon a topic

How does a writer use craft to construct a story? Identify, explain and illustrate the

central message of a story. Analyze how the writer develops that theme with plot. Identify choices—including descriptive words—that help readers “see” the story.

How does the identity of the narrator affect the tone of the story?

Use NWEA Fiction terms-to identify techniques a writer uses.

Nonfiction Sources

__ topic/trade book _ biography_ history __article _video

__textbook _museum exhibit _reference source_primary source

__ topic/trade book _ biography_ history __article _video __textbook _museum exhibit _reference source

__primary source

Science and Social Science Develop nonfiction literacy CCSSRI.5.2Answer BIG questions to develop BIG ideas.Use text features and author’s choice of examples to figure out nonfiction (CCSSR5)

How do you learn when you read nonfiction? use information and ideas from

a text to figure out main ideas— Use nonfiction reader’s

questions to analyze text What is the structure of the text?

How do you use text features to learn when you read nonfiction?Adjust rate of reading to text complexity. Use nonfiction reader’s questions

to analyze text— What is the structure of the text? Which reference works do you use

—and how?

Word Patterns and GrammarCCSSRI.5.4 structure

Make a poetry glossary—kinds of figurative language and other techniques with examples.

Organize a root, prefix, suffix guide—start to make your own guide focusing on Latin and Greek roots.

Writing CCSSW5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience

Organize and write a poem that communicates a theme—could be the same theme as a poem interpreted.

Plan a story with a central message—or add to the story you analyzed. (Develops ability to analyze story structure and author’s techniques.)

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Fifth Grade: FOURTH QUARTER Learning Priorities Weeks 32-33

Week of April 29 Week of May 6Literature Genre _story _ folk tale __tall tale _fable

_ fantasy _poem _myth __mystery _realistic fiction

_story _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery

_realistic fiction

Reading Literatureread closely (1) to figure out how the writer develops a theme (2, 5), including choice of words

Identify, explain and illustrate the central message of a story. Analyze how the writer develops that theme with plot. Identify choices—including descriptive words—that help readers “see” the story.

How does the identity of the narrator affect the tone of the story?Use NWEA Fiction terms-to identify techniques a writer uses.

Identify, explain and illustrate the central message of a story. Analyze how the writer develops that theme with plot. Identify choices—including descriptive words—that help readers “see” the story.

How does the identity of the narrator affect the tone of the story?Use NWEA Fiction terms-to identify techniques a writer uses.

Nonfiction Sources __ topic/trade book _ biography_ history __article _video

__textbook _museum exhibit _reference source _primary

source

__ topic/trade book _ biography_ history __article _video __textbook _museum exhibit _reference source

__primary source

Science and Social Science Develop nonfiction literacy CCSSR2—central idea; CCSSR5—author’s techniquesCCSSR6—author’s purpose

How do you use text features to learn when you read nonfiction?Adjust rate of reading to text complexity. Use nonfiction reader’s

questions to analyze text— What is the structure of the

text? What is the author’s purpose? Which reference works do you

use—and how?

How do you use text features to learn when you read nonfiction?Adjust rate of reading to text complexity. Use nonfiction reader’s questions

to analyze text— What is the structure of the text? What is the author’s purpose? Which reference works do you use

—and how?

Word Patterns and GrammarCCSSRI.5.4 structure

Use the NWEA punctuation and grammar list in front pages to make a list of examples.

Use the NWEA punctuation and grammar list in front pages to make a list of examples.

Writing CCSSW5.8 Recall relevant information from experiences or gather relevant information from print and digital sources

analyze a nonfiction text—what do you think the writer did to organize it?Then use the same process to start to organize your own nonfiction text.

Writing guides

Outline the report you will write. List techniques you will use

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Fifth Grade: FOURTH QUARTER Learning Priorities Weeks 34-35

Week of May 13 Week of May 20Literature Genre _story _ folk tale __tall tale

_fable _ fantasy _poem _myth __mystery _realistic fiction

_story _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery

_realistic fiction

Reading LiteratureCCSSRL5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Analyze a poem or story –explain how the writer communicates a theme. List examples of how the writer supports that theme. Quote from the text to provide examples. Compare to another poem or story. Compare techniques used.

Compare/contrast stories or histories that communicate the same theme. First, identify the theme, then list what the writer includes to clarify the theme. List techniques the writer uses to communicate effectively. CCSSRL5.9

Nonfiction Sources __ topic/trade book _ biography_ history __article _video

__textbook _museum exhibit _reference source_primary source

__ topic/trade book _ biography_ history __article _video __textbook _museum exhibit _reference source

__primary source

Science and Social Science Develop nonfiction literacy CCSSR2—central idea; CCSSR5—author’s techniquesCCSSR6—author’s purpose

How do you use text features to learn when you read nonfiction?Adjust rate of reading to text complexity. Use nonfiction reader’s

questions to analyze text— What is the structure of the

text? What is the author’s

purpose?Which reference works do you use—and how?

How do you use text features to learn when you read nonfiction?Adjust rate of reading to text complexity. Use nonfiction reader’s

questions to analyze text— What is the structure of the text? What is the author’s purpose? Which reference works do you

use—and how?

Word Patterns and GrammarCCSSRI.5.4 structure

Make a guide to figuring out an unfamiliar word—with examples—using context, root words, suffixes, affixes

Make a grammar guide—include contractions, possessives, other forms of words that are important to comprehension.

Writing CCSSW5—write with techniquesCCSSW5.8 Recall relevant information from experiences or gather relevant information from print and digital sources

Make a list of techniques that fiction authors use—with examples.

Make a list of techniques a nonfiction writer uses—with examples.

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Fifth Grade: FOURTH QUARTER Learning Priorities Weeks 36-37

Week of May 27 Week of June 3Literature Genre _story _ folk tale __tall tale _fable _

fantasy _poem _myth __mystery _realistic fiction

_story _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery

_realistic fiction

Reading LiteratureCCSSRL5.9. Compare and contrast stories in the same genre on their approaches to similar themes and topics.

Compare and contrast two stories or a story and a poem. Analyze how each writer’s choices and strategies help the reader to figure out the theme.

Figure out what you think a writer thinks about before writing a story--

Analyze two stories you have already read—what choices did the writers make?

Nonfiction Sources __ topic/trade book _ biography _ history __article _video __textbook _museum exhibit _reference source _primary source

__ topic/trade book _ biography _ history __article _video __textbook _museum exhibit _reference source__primary source

Science and Social Science Develop nonfiction literacy CCSSRI5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Reference Sources and Tools

Choose a topic and ask a big question about it.

Research to learn about the topic.

Collect information to present in a report or display.

(May be a collaborative activity.)

Prepare your presentation/report.

How will you support it in your booklet or exhibit?

Word Patterns and GrammarCCSSRI.5.4 structure

Make a guide to figuring out an unfamiliar word—with examples—using context, root words, suffixes, affixes

Make your own thesaurus—words that relate to progress—and other positive words—students choose words then list relevant terms.

Writing CCSSW5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience

Identify the features that a nonfiction writer uses to support a position.

Write the report or create the exhibit.

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Fifth Grade: FOURTH QUARTER Learning Priorities Week 38

Week of June 10Reading LiteratureSynthesisCCSSRL5.5 and 5.6

Reading recommendation—write a synopsis of the book/story/poem and tell why you recommend it. Include information about the way the writer communicates ideas, why the topic or theme is relevant.

Science and Social Science Develop nonfiction literacy

SynthesizeCCSSRI5.7

students write about a career they want to have based on science learning this year.

The future: Students write/draw/diagram/map a kind of progress they want for the United States in the future.

Content Learning Bank: students organize important ideas and information they learned this year, sorted by topic. Can include illustrations. These can be presented to current fourth graders.

FLUENCY__rate__comprehension __expression __diction

This week’s read-aloud:

Word Patterns and GrammarCCSSRI.5.4 structure

Words about change.

Writing Apply writing skills to communicate ideas.

My biography—progress I have made this year.

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